Computer Assisted Language Learning and English Language Teaching in Thailand
The Development Of Computer Assisted Language Learning (CALL)
As for development of CALL, Warchauer & Healey 9 1998) suggested that CALL can be generally categorized based on three teaching mythologies domain in ETL:behavioristic CALL, communicative CALL, and integrative CALL.
Behavioristic CALL is recognized as the first phase. It was introduced in the 1950s and implemented in the 1960s when the audio-lingual method was widely used in language instruction. Most of CALL program in the phase entailed repetitive language drill and practice activities. Tyler (1980) referred to drill and practice courseware as tutor presenting drill exercises without feed-back component.
Communicative CALL, the second phase of development of CALL, emerged in late 1970s and early 1980s. The focus of CALL is placed on using the language or functions rather than analysis of language form. According to Warschauer (1997), the communicative CALL software( e.g. text reconstruction and language games) continued to provide students with the language skill practice, but not in drill format like in the first phase. So, grammar is taught implicitly rather than explicitly, allowing students create originality and flexibility in their output of the language. The computer, thus, functions as stimulus, where the stimulates students’ discussion and writing through role-playing games.
Integrative CALL, it started in the 1990s. As described Warshuar & Healey(1889), integrative CALL was developed in an effort to address some criticism of the communicative approach by the both integrating the teaching of four language skills into tasks to provide direction and coherence and development of multimedia technology. That is, CALL on this stage allows for a combination of sound, graphics, and video presented in one computerized program together with computer-mediated communication or CMC and further facilitates effort to teach four macro skills, including listening, reading, speaking and writing(Hubbard ,2009). In this phase, computer serves as tool.
Advantages and Disadvantages of CALL in Language Learning
As far as English language teaching is concerned, it is believe that CALL is capable of overcome some of limitstion hindering success of English language learning and teaching in a number of ways (Barson & Debshi, 1996; Chapeelle, 1997;2003; Salaberry, 1999; Warschauear; 1996; 2002; 2004 Warshuar & Healey 1998, Warshuar & Kern 2005, Yanh, 2008) These studies seem to yield congruent results regarding the influences and effort using in language teaching on learners’ performance. In this regard, computer assisted language learning has provided a powerful tool for language learning for several reasons.
Frist, the use of CALL to support in language learning provides students with authenticity of the input. The students have chances to interact in one or more of four macro skills, since they have to use or produce text meant for an audience in the target language, not classroom (Garrett, 1982). Teacher can use CALL to provide easy and access to a variety of language learning resource and multimedia components in all area of language. Activities such as problem-solving, information grab, language game, animated graphic which teacher lets students to practice with target language. As a result, Skinner & Austin (1996) claim students’ interact, motivation, and confident will be promoted.
Second, in alignment with the output hypothesis as articulated by Swaim (2005) & Lapkin (1995), CALL ,especially computer mediated communication or CMC, help encourage foreign language learner to produce comprehensible output. In the other hand, Thai leaner being pushed to produce language output Though CALL, and not in the classroom, can be undertaken with some comfort and ease to a certain extent. As a result, the use of CALL in language classroom help improve students’ self-concept and mastery of basic language skills, more stuent-centered learning and engagement in the learning process more active processing, resulting in higher-order thinking skill and better recall, and gain confidences in directing their own learning.
Third, CALL is able to provide learners with the kinds of information and support that they require to complete individual task and to response to the diversity of learners even with a single classroom.
Next, CALL can be used to promoted autonomous learning, since CALL allows students to focus on development for their four language skills, they can enjoy their own individually because they can choose and determine the own level, pace, and time of language practice and development.
In addition, learner-centered classes can be promoted by CALL. Warshuar & Kern (2005) demonstrated that, while exposed to authentic and dynamic language task, learners are pushed to control their learning time and effort to communicate with peer, partner, class. Thus, it is believed that learner themselves can progress in their ability to learn by becoming aware of the processes though they learn.
Despite the preponderance of advantage offered by CALL in language classroom, certain shortcomings are not overtaken. Chapalle (1997) and Warshuar (2004) suggest that computer technology should not completely replace the language classroom because advantage of CALL do exist. So, teachers are, therefore, considered to be a resource person in language classroom, as the presentation or authentic input might not be easily comprehended by low proficiency learners or even relatively more proficiency learners, without additional help from teacher.
Although CALL has some disadvantages, it is believed that CALL has great potential for use to facilitate the English language teaching ang learning in Thailand. To maximize the benefits of existing CALL programs or materials, teachers, and involved parties need to be informed about the option of implementation and application if CALL and how CALL can be integrated into Thai teaching situation or learning context.
Educational CALL Program and ELT in Thailand
The Thai government has put a great effort to improve the quality of English language teaching in several aspects. The implementation of the 1999 National Education Act, has prompted a major reconsider in the education sector in terms of both teaching and learning methods, as well as in learning environment. The Ministry of Education has also put strategies by supporting involved parties to create opportunities to enhance access to and improve the standard of e – learning media through collaborative initiatives to develop information in form of e –contents through different learning needs. For teachers, a large class size (45-60 students), and inadequately equipped classrooms and educational technology should be taken into account. In rural or remote areas, using CALL materials with the Internet is still limited due to budget allocation. Drill and practiseis to review the content background knowledge, and to assist students to master their language skills such as reading, listening, etc. Providing stimulus, receiving active response from the students, and giving immediate feedback are core steps of this program. Demonstration teaching and learning through computer based instruction is very helping with self directed learning. With self – directed learning approaches, students will be encouraged to learn by themselves. Particularly, they will gain more experience in meaningful contexts. Simulation or so-called problem solving is used, aiming to raise students critical thinking, discussion skills and writing abilities. Games are used to provide a rich learning and teaching environment. Testing is a tool for assessment and a method to determine what students know and do not know. It can take the form of an informal quiz or a formal evaluation. There are various types of computer – based learning tests. The activities illustrated above, not only course software based CALL but also online programs, including web – based learning, learning management system, multimedia courseware.
Studies on CALL in the Thai Context
Conclusion
Although the utilization of CALL in language instruction is beneficial heavy reliance on CALL cannot be healthy (Kanoksilapatham,2009). Indeed, CALL should not be considered a replacement or substitution for classroom teachers. It is believed that the learners will be able to make valid generalization from individual cases and thus implement these technologies capitalizing their specific features. For Thai learners, they need to be able to continuously use, experiment and evaluate appropriate and meaningful CALL activities to enhance English proficiency and master English language skills which is the goals of language learning.
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